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FOR MORE CLASSES VISIT \nwww.aed222mart.com\n\nAED 222 Week 1 CheckPoint IDEA 2004\nAED 222 Week 1 Assignment Special Education and NCLB\nAED 222 Week 2 CheckPoint Final Project Matrix\nAED 222 Week 2 DQ 1 and DQ 2\nAED 222 Week 3 CheckPoint Classifying EBD and ADHD\nAED 222 Week 3 Exercise Final Project Matrix\nAED 222 Week 3 Assignment The Controversy of Medication\nAED 222 Week 4 CheckPoint The Life of a Special Education\nAED 222 Week 4 DQ 1 and DQ 2\nAED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments\nAED 222 Week 5 Exercise Final Project Matrix\nAED 222 Week 5 Assignment Supports for TBI Physical Disabilities and Health Impairments\nAED 222 Week 6 CheckPointChanneling Students into a Gifted Program\nAED 222 Week 6 DQ 1 and DQ 2\nAED 222 Week 7 CheckPoint IEP\nAED 222 week 7 Exercise Creating a Student Profile for a Mock Case Study\nAED 222 Week 7 Assignment Channeling Students into Special Services\nAED 222 Week 8 CheckPoint Blooms Taxonomy Planning Pyramids and Systematic Strategies\nAED 222 Week 8 DQ 1 and DQ 2\nAED 222 Week 9 Final Project Student Profile\nAED 222 Week 9 Capstone CheckPoint\n

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Aed 222 mart become exceptional aed222mart com

AED 222 MART Become Exceptional -aed222mart.com

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AED 222 Entire Course (UOP)

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AED 222 Week 1 CheckPoint IDEA 2004

AED 222 Week 1 Assignment Special Education and NCLB

AED 222 Week 2 CheckPoint Final Project Matrix

AED 222 Week 2 DQ 1 and DQ 2

AED 222 Week 3 CheckPoint Classifying EBD and ADHD


AED 222 Week 1 Assignment Special Education and NCLB (UOP)

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Assignment: Special Education and the Principles of NCLB 2001

Identify how each of the five core principles of NCLB 2001—strong accountability, expanded flexibility and control, methods based on scientific research, expanded options for parents, and highly qualified teachers—might affect diverse learners, both positively and negatively.


AED 222 Week 1 CheckPoint IDEA 2004 (UOP)

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CheckPoint: IDEA 2004

Watch the Ms. Green Elementary: Professionalism—IDEA video at http://www.pearsoncustom.com/az/axia_sped/.

Note. The video may take a few moments to download.

Refer to pp. 34–42 and 45–46 of Special Education for Today’s Teachers.


AED 222 Week 2 CheckPoint Final Project Matrix (UOP)

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CheckPoint: Final Project Matrix

Refer to Ch. 6 & 8 of Special Education for Today’s Teachers.

Record the following information regarding learning disabilities and mild intellectual disabilities in the appropriate sections of the matrix in Appendix B:


AED 222 Week 2 DQ 1 and DQ 2 (UOP)

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Discussion Questions

After reading Can You Help Me with This Student? on pp. 156–157, how might you, as Juan’s teacher, provide him emotional and instructional support?


AED 222 Week 3 Assignment The Controversy of Medication (UOP)

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Assignment: The Controversy of Medication

Resources: Ch. 7 & 9 of Special Education for Today’s Teachers and Medicating Kids videos

Watch the Medicating Kids videos at http://www.pbs.org/wgbh/pages/frontline/shows/medicating/watch/

Determine the benefits of the medications and the concerns associated with treating EBD and ADHD


AED 222 Week 3 (UOP)CheckPoint Classifying EBD and ADHD (UOP)

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CheckPoint: Classifying Emotional and Behavioral Disabilities and Attention Deficit Disorders

Resource: Ch. 7 & 9 of Special Education for Today’s Teachers, Does My Child Have an Emotional or Behavioral Disorder? and Classifying EBD and ADHD at


AED 222 Week 3 (UOP)CheckPoint Classifying EBD and ADHD (UOP)

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CheckPoint: Classifying Emotional and Behavioral Disabilities and Attention Deficit Disorders

Resource: Ch. 7 & 9 of Special Education for Today’s Teachers, Does My Child Have an Emotional or Behavioral Disorder? and Classifying EBD and ADHD at


AED 222 Week 3 Exercise Final Project Matrix (UOP (UOP)

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Exercise: Final Project Matrix

Resource: Ch. 7 and 9 of Special Education for Today’s Teachers.

Record the following information regarding EBD and ADHD in the appropriate sections of the matrix in Appendix B:


AED 222 Week 4 (UOP)CheckPoint The Life of a Special Education (UOP)

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CheckPoint: The Life of a Special Education Teacher

Watch the Students to Students: Classroom Application – Severe and Sensory video athttp://www.pearsoncustom.com/az/axia_sped/ and review My Profession, My Story: Pat Mims on pp. 321–322.


AED 222 Week 4 DQ 1 and DQ 2 (UOP) (UOP)

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Discussion Questions

After watching both the Reading and Writingand the Social Skills video clips athttp://www.pearsoncustom.com/az/axia_sped/ what characteristics of ASD do Ayah and Ally display? Under which classifications of ASD might the girls be identified? How do the teachers respond to each child? Explain why.


AED 222 Week 5 Assignment Supports for TBI Physical Disabilities and Health Impairments (UOP)

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. Assignment: Supports for TBI, Physical Disabilities, and Health Impairments

Read about the special supports on pp. 401–403 of Special Education for Today’s Teachers that have been designed to help students with medical and physical conditions in the classroom.


AED 222 Week 5 Disabilities and Health Impairments (UOP)CheckPoint Devices and Practices for Sensory Impairments (UOP)

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CheckPoint: Devices and Practices for Sensory Impairments

Refer to Ch. 13 & 14 of Special Education for Today’s Teachers.

Research two devices and associated teaching practices that may aid students with sensory impairments in the classroom. One of the devices must assist with hearing impairments and one with visual impairments.


AED 222 Week 5 Exercise Final Project Matrix (UOP) Disabilities and Health Impairments (UOP)

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Exercise: Final Project Matrix

Record the following information regarding the exceptionalities discussed in Weeks Four and Five in the appropriate sections of the matrix in Appendix B using Ch. 13 & 14 of Special Education for Today’s Teachers as references:


AED 222 Week 6 Disabilities and Health Impairments (UOP)CheckPointChanneling Students into a Gifted Program (UOP)

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CheckPoint: Channeling Students into a Gifted Program

Refer to Acceleration Program Options at http://www.bced.gov.bc.ca/specialed/gifted/strategies.htm#Acceleration and pp. 419–425 of Special Education for Today’s Teachers.


AED 222 Week 8 Disabilities and Health Impairments (UOP)CheckPoint Blooms Taxonomy Planning Pyramids and Systematic Strategies (UOP)

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CheckPoint: Bloom’s Taxonomy Within a Planning Pyramid

Identify, using the planning pyramid on p. 115 of Special Education for Today’s Teachers, which goals in the boxes on the left side of the form (in Figure 5.1 on p. 113) contain a verb from Bloom’s taxonomy.


AED 222 Week 7 Exercise Creating a Student Profile for a Mock Case Study (UOP)

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Exercise: Creating a Student Profile for a Mock Case Study

Complete Appendix C to begin the first step of the Final Project, using the information you compiled in Appendix B. This exercise consists of creating a profile for a special-needs student. Specific information requirements are listed in Appendix C.


AED 222 Week 8 DQ 1 and DQ 2 (UOP) Mock Case Study (UOP)

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Discussion Questions

Post the highlighted portions of the Appendix C matrix. Only post the highlighted portions to avoid revealing the exceptionality you are addressing in your profile to your classmates. What exceptionalities are addressed in your classmates’ mock case study?


AED 222 Week 8 DQ 1 and DQ 2 (UOP) Mock Case Study (UOP)

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Discussion Questions

Post the highlighted portions of the Appendix C matrix. Only post the highlighted portions to avoid revealing the exceptionality you are addressing in your profile to your classmates. What exceptionalities are addressed in your classmates’ mock case study?


AED 222 Week 9 Capstone Mock Case Study (UOP)CheckPoint (UOP)

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Use the information you gathered throughout the course to distinguish what you think is the greatest strength and the greatest weakness of the current special educational system in America.

Write a 200- to 300-word reflection that explains your opinion.


AED 222 Week 9 Final Project Student Profile (UOP) Mock Case Study (UOP)

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Final Project: Student Profile

Resources: Appendixes A, B, and C

Create a profile of a student for a mock-IEP meeting that will convene to help identify exceptionality in that student. In this scenario, you are an aide in the child’s homeroom class and will present the following information at the meeting:


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AED 222 MART Become Exceptional Mock Case Study (UOP)-aed222mart.com

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